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Unit Plan Dana Hritz

EPSY 581 & EPSY 583

Title Of Unit: Engineering Design and Measurement

Subject/Course/Grade: Science and Mathematics/Grade 4

Unit Introduction

This unit is designed to help students gain an understanding of the many careers that require an interest and knowledge in science (engineering) and mathematics (particularly measurement). The reason I decided to focus on the engineering aspect of science instruction is because there are so many careers that focus on this topic. With the push for math and science instruction in the form of Science, Technology, Engineering, and Math (STEM) activities, I feel that this unit would benefit students by introducing them to the real-life application of such concepts. The unit teaches students how to use measurement to help solve real-world problems that require collaborative design, planning, trial-and-error, and exploration of multiple solutions to a problem. By participating in this unit, students will become proficient in measurement as well as in exploring, discussing, and making conclusions about various real-world problems.

Desired Results

Standards: Next Generation Science Standards

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

NYS Common Core Learning Standards for Mathematics Measurement and Data: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

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NYS Common Core Learning Standards for ELA 4.RL.11. Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations. 4.W.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 4.W.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Big Idea or Concept:

Engineering design requires planning, trial-and-error, measurement, and exploration of multiple solutions to solve a problem and meet criteria.

Accurate measurement requires various tools and units and can be applied to real-life problems and situations.

Essential Questions:

How does the design of a structure or object contribute to its overall strength or success?

How can accurate measurement reduce error in engineering design?

What tools and strategies can we use to measure objects of various sizes?

Why do engineers need to use measurement?

Students will understand/know… How precise measurement affects the

results of an experiment.

That changing measurements in an experiment can affect results.

How to use measurement to make an experiment or design successful.

Students will be able to … Measure objects and structures using various

tools and units.

Generate and discuss multiple solutions to a problem.

Compare and discuss results of various tests. Record measurements using more than one unit

in a table.

Assessment Evidence

Monitoring and Feedback:

Students will be monitored during group work, using observation notes and checklists.

Students will be given feedback through class and individual discussion as well as descriptive feedback on reflections and other formative or summative assessments.

Other Evidence:

Performance will be judged using observations, formative assessments, and rubrics throughout the course of the unit.

Students will demonstrate understanding through class discussion and reflection about each lesson.

Students will complete team evaluations, reflections, exit tickets, and data sheets throughout this unit.

Learning Plan

Learning Activities Included in this Unit: Lesson 1: Exploring Engineering lesson - See Appendix A Lesson 2: Dinner Party Lesson - See Appendix B Lesson 3: Animal Shelter Project - See Appendix C (The idea for this lesson was part of another assignment I completed for a previous course…it has been adapted to fit this unit) Lesson 4: Fly or Fail Lesson - See Appendix D Lesson 5:Tall Tower Challenge (Culminating STEM Lesson) - See Appendix E

*Unit Plan Template modified, originally from teacherspayteachers.com

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APPENDIX A

Lesson Plan 1

Engineering and Measurement

Grade 4

Title: Exploring Engineering

Time Frame: 1 hour

Learning Objective:

● Students will research types of engineers.

● Students will discuss how engineers use measurement.

● Students will use the four operations to solve word problems involving units of

measurement.

Materials:

Computers (ideally in a computer lab or 1 laptop per 2 students) with the following site

pulled up: http://www.aboriginalaccess.ca/kids/types-of-engineering

Lined paper

Problem sheet (samples attached)

Instructional Plan:

Tell students that during this unit they will be exploring the different ways engineers use

measurement to help solve problems efficiently and successfully. They first need to develop an

understanding of what engineering entails. Ask students to think about what an engineer is and

come up with some examples of engineering careers. Give students a minute to talk to a partner

about this. When students are finished talking, ask for some examples of types of engineers. As

each student gives an example, write them on the board or Smart Board to go back to after the

lesson. Tell students that they will explore the different types of engineering using a website that

gives over 200 examples of engineers. Place students in pairs to work at computer. Encourage

students to click on the different types of engineering that are available on the website. Students

should write down some types of engineering that surprise them by being on the website, interest

them as a possible career, or that they already know something about. Students will work with a

partner and explore the website for about 10 minutes. This is what the site looks like…

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After students have explored the different kinds of engineers, they can explore the learning

modules included on the website, which are interactive and help students understand what

engineering entails (http://www.aboriginalaccess.ca/kids/learning-modules). Students will

explore the learning modules for about ten minutes as well.

Return to the classroom or put laptops away (depending where this portion of lesson took

place). Students should sit in a circle or wherever they can have a discussion most effectively.

Ask students to share some of the careers that surprised them as being included as part of

engineering, those that interested them, or those that they knew something about. Students will

share what they found and discuss engineering in general. Tell students that even though all the

careers they learned about were very different, they all must use some type of measurement in

order to be successful. Give some examples of how different types of engineers must use

measurement. Tell students that they will now encounter some problems that engineeers

experience on a daily basis. They will need to use their math skills to solve the problems.

Hand out problem sheets, students will work in groups of 3-4; each group will solve one

problem. Sample problems are attached. As students work, the teacher will circulate the room

to answer questions. Students will work until the problems are solved and will share their

solutions with the class. After sharing, summarize with students and discuss the different ways

engineers must use measurement to solve everyday problems. Stress that problems can be

solved in many different ways. Explain that they will encounter more difficult problems as they

continue to learn about engineering and measurment.

Assessment:

There is no written assessment for this lesson, but the teacher will observe students as they

complete each task. The teacher will keep a checklist that notes each student’s understanding of

the concept and participation in group work. Each group will explain how they came up with a

solution to the class. Misconceptions will be discussed and corrected as a class.

Standards:

CCLS Mathematics 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time,

liquid volumes, masses of objects, and money, including problems involving simple fractions or

decimals, and problems that require expressing measurements given in a larger unit in terms of a

smaller unit.

CCLS ELA

4.W.7. Conduct short research projects that build knowledge through investigation of different

aspects of a topic.

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Exploring Engineering Sample Word Problems

A construction engineer encounters a problem during a build. The flooring comes in boxes of 30 tiles, each measuring 1 foot by 1 foot. He knows that the area of the room is 440 square feet. How many boxes will he need to cover the entire floor? (There may be extra tiles.)

An agricultural engineer is designing a machine that will plant seeds at a rate of 1,500 seeds per minute. She needs to find out if her machine will be able to plant 100,000 seeds in an hour. Will her machine be successful? Show your work and explain your reasoning.

A team of automotive engineers is designing a car. Their challenge is to create a car that can maintain a fuel efficiency of 45 miles per gallon. How many gallons of gas will the car use on a 540 mile trip?

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APPENDIX B

Lesson Plan 2

Engineering and Measurement

Grade 4

Title: Dinner Party (seen on Pinterest)

Time Frame: 40 minutes

Learning Objective:

● Students will apply area and perimeter formulas to solve a real world problem.

● Students will explore multiple solutions to a problem that has set criteria.

Materials:

Spaghetti and Meatballs for All! A Mathematical Story by Marilyn Burns (Read aloud:

https://www.youtube.com/watch?v=lNuhAkMGLPc)

Pre-cut construction paper: 8 squares (tables) and 32 smaller

squares (guests). One set for each group of 2-3 students.

Large and small squares should also be two different colors to

prevent confusion.

Scrap paper

pencils

Instructional Plan:

Tell students that they will be learning about how to apply area and perimeter to real life

situations. Explain that perimeter and area are concepts that can be used to help work through

problems that occur in our daily lives. They can also be used in the field of engineering design

when planning buildings, homes, and other structures. Give students a simple example by telling

them about how a restaurant has to arrange their tables and chairs so they can seat the greatest

number of guests comfortably. Show the cover of Spaghetti and Meatballs for All! A

Mathematical Story and explain that the characters in this story must solve a similar problem.

Read the story, asking students to think about the problem as they listen. Pause when the

guests in the story begin to move the tables and chairs around. Tell students that they will now

have the chance to solve the problem on their own. Show students the pre-cut squares of paper.

Explain that the larger squares represent the tables and the smaller squares represent the guests.

Emphasize that only one guest can sit at each edge of the table, just like in the story. Tell

students that they can use scrap paper to sketch or work out the perimeter and area.

Arrange students around the room in groups of 2-3. Each group will work together to determine

whether the guests can all be seated in a different arrangement than Mrs. Comfort’s (the main

character said that there should be 8 tables, each with 4 guests). As students manipulate their

squares to find another possible arrangement, the teacher should circulate the room and ask

students about their strategies. After working for some time, students should begin to realize that

there is no other arrangement that will seat all 32 guests. When this happens, allow students to

pause and rearrange their squares to represent Mrs. Comfort’s original idea. Draw or display this

arrangement on the Smart Board. Have students explain why this arrangement is the only one

that works. Allow students to share ideas that did not work as well. This will allow them to

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explore the idea of trial and error. Summarize the activity and finish reading the story with

students.

Assessment:

There is no written assessment for this lesson, but the teacher will observe students as they

complete the task. The teacher will keep a checklist that notes each student’s understanding of

the concept and participation in group work. Each group will explain how they came up with a

solution to the class.

Standards:

CCLS Mathematics 4.MD.3: Apply the area and perimeter formulas for rectangles in real world and mathematical

problems.

Next Generation Science Standards

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified

criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well

each is likely to meet the criteria and constraints of the problem.

CCLS ELA

4.RL.11. Recognize, interpret and make connections in narratives, poetry, and drama, to other

texts, ideas, cultural perspectives, personal events and situations.

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APPENDIX C

Lesson Plan 3

Engineering and Measurement

Grade 4

Title: Animal Shelter Project

Time Frame: 1-2 days (each a 45 minute session)

Learning Objectives:

Students will:

solve real world problems involving perimeters of rectangles, using addition and

multiplication.

work collaboratively to solve real world problems using multiple solutions.

create a labelled blueprint that includes measurements of length, width, area, and

perimeter.

express measurements in equivalent forms using different units.

Materials:

pre-cut cardboard tiles (scaled down so that 1 ft = 1 in. For example, a 2 inch x 3 inch tile

would represent a cat enclosure, which is actually 2 feet x 3 feet.), one set for each group.

The tiles should be labelled in feet, but explained that this is a model version and is

scaled down.

scrap paper

large poster boards (for blueprints)

Instructional Plan:

Tell students, “As we have learned, there are many different types of engineers, but they

all have something in common. Whether the engineer works with computers, structures, plants,

vehicles, or natural resources, they must all solve problems through precise measurement, trial-

and-error, and collaboration. Today you will become construction engineers. You have a

problem to solve, but you are prepared with the tools and the team you need to help you. You

will work in teams of 3-4 students.” Read and display the following instructions:

PROJECT INSTRUCTIONS: You are part of a construction team that is in charge of

designing an animal adoption center. Your job is to draw a blueprint of the building, which must

house a total of 10 dogs and 20 cats. A dog enclosure must be 3 feet by 4 feet, and a cat

enclosure must be 2 feet by 3 feet. Assume that all enclosures are rectangular and at ground

level, meaning that no enclosure is on top of another. You can decide whether to separate dogs

and cats into different rooms, but must provide the measurements of each room. The floor

installers will use your measurements, so be precise! Please include the length and width of each

space, as well as the area and perimeter. Remember to draw space in your blueprint for people to

walk, but you do not need to include this in your measurements. Allow for visitors to have

direct access to each pet, so they can find their forever friend!

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Explain that each group has the correct amount of tiles scaled down to inches, instead of

feet (1 in on tile = 1ft). The tiles are labeled as feet to prevent confusion, explain that this is a

model and is a miniature version of the actual object. Stress that all tiles must be used to create a

blueprint. Explain that after the team has come up with a good design using the tiles, they will

begin drawing that design on the poster board, labelling important measurements, areas, and

perimeters. Place students in predetermined, mixed-ability groups of 3-4. Have materials set out

on tables and allow students to begin working on the problem. While students work, they will

complete the Measurement Table as a team.

As students work, circulate the classroom and ask questions. Ask groups how they are

solving the problem and what is going well/not so well. Ask individual students to explain what

their teams are doing and how they are solving the problem. Students will continue to work to

complete the task. (Groups who finish early can play math games.) After each group has

completed a blueprint, they will be shared in a brief presentation (possibly next day). Each

group will explain how they solved the problem and show their blueprint to the class.

Summarize with students, pointing out that there were multiple solutions to this problem.

Explain that engineers must use trial-and-error much like they did in order to solve these kinds of

problems. Ask students to complete the Team Evaluation and Reflective Response sheets. After

this is completed, students will share their response to one of the questions and they will be

collected.

Assessment:

Each student will be assessed individually using the rubric attached. Assessment is based on

contribution to the final product, completion of a team evaluation sheet, and comprehension

based on a set of reflective responses completed individually. Teacher will use observation notes

while grading individual students.

Standards:

CCLS Mathematics 4.MD.1. Know relative sizes of measurement units within one system of units including km, m,

cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express

measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a

two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a

4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1,

12), (2, 24), (3, 36), ...

4.MD.3: Apply the area and perimeter formulas for rectangles in real world and mathematical

problems.

Next Generation Science Standards 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well

each is likely to meet the criteria and constraints of the problem.

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Group Number: ________ Date: ___________________________

Animal Shelter Project

Measurement Table

We know that 1 foot is equal to 12 inches. Complete the tables below to show the perimeter and

area measurements in terms of feet (represented by the tiles) and inches. If you had more than

one space for the cats and/or dogs (i.e. more than one rectangle), list the measurements for each

space in the table.

Space(s) for the 10 Dogs

Perimeter (feet) Perimeter (inches) Area (feet) Area (inches)

Space(s) for the 20 Cats

Perimeter (feet) Perimeter (inches) Area (feet) Area (inches)

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Sample Blueprint

Space for 20 Cats (2 identical rectangles)

Measurements: 10 feet x 6 feet

Area: 60 square feet

Perimeter: 32 feet

Measurements: 10 feet x 6 feet

Area: 60 square feet

Perimeter: 32 feet

Space for 10 Dogs

Measurements: 15 feet x 8 feet

Area: 120 square feet

Perimeter: 46 feet

2ft x

3ft

each

2ft x

3ft

each

3 ft x 4

ft

each

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Animal Shelter Project

Grading Rubric

Student Name: __________________________________ Date: __________________

CATEGORY 4 - Excellent 3 - Good 2 - Acceptable 1 - Poor

Concept of

Area

Explanation shows

complete

understanding of

area calculation.

Explanation shows

substantial

understanding of

area calculation.

Explanation

shows some

understanding of

area calculation.

Explanation shows

very limited

understanding of

area calculation

OR is not written.

Concept of

Perimeter

Explanation shows

complete

understanding of

perimeter.

Explanation shows

substantial

understanding of

perimeter.

Explanation

shows some

understanding of

perimeter.

Explanation shows

very limited

understanding of

perimeter OR is not

written.

Mathematical

Reasoning

Uses complex and

refined

mathematical

reasoning.

Uses effective

mathematical

reasoning

Some evidence of

mathematical

reasoning.

Little evidence of

mathematical

reasoning.

Working

with Others

Student was an

engaged partner,

listening to

suggestions of

others and working

cooperatively

throughout lesson.

Student was an

engaged partner

but had some

trouble listening to

others and/or

working

cooperatively.

Student

cooperated with

others, but needed

prompting to stay

on-task.

Student did not

work effectively

with others.

Neatness and

Organization

The work is

presented in a neat,

clear, organized

fashion that is easy

to read.

The work is

presented in a neat

and organized

fashion that is

usually easy to

read.

The work is

presented in an

organized fashion

but may be hard to

read at times.

The work appears

sloppy and

unorganized. It is

hard to know what

information goes

together.

Diagrams

and Sketches

Diagrams and/or

sketches are clear

and greatly add to

the reader's

understanding of

the procedure(s).

Diagrams and/or

sketches are clear

and easy to

understand.

Diagrams and/or

sketches are

somewhat difficult

to understand.

Diagrams and/or

sketches are

difficult to

understand or are

not used.

Team

Evaluation

Sheet

Completed the

evaluation sheet

(1 point)

Did not complete

the evaluation

sheet

(0 points)

Score: _______/25 points possible = _______%

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Name: ____________________________________ Group Number: _______

Date: ___________________________

Animal Shelter Project

Team Evaluation Sheet

Please write the name of each group member in a lettered box in the top row. Read each

attribute and rate yourself and each team member on a scale of 1-3 based on the ratings below.

Write the numbers in the boxes below each team member’s name. Then answer the questions

about your team. This will not be shared with other students.

Ratings: 3 - Strongly Agree 2 - Somewhat Agree 1 – Do NOT Agree

Attribute Myself

A. B. C.

Made

suggestions and

helped solve any

problems

Worked well

with others

Completed

designated

portion of the

work

Contributed to

the final product

What did your team do well? ______________________________________________________

______________________________________________________________________________

______________________________________________________________________________

How could your team improve? ____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Were your team members respectful and helpful? Why or why not? _______________________

______________________________________________________________________________

______________________________________________________________________________

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Name: ____________________________________ Group Number: _______

Date: ___________________________

Animal Shelter Project

Reflective Response Sheet

Please answer the following questions about the Animal Shelter Project you completed with your

team. Use the lined paper provided to record your answers.

1. What steps did your team take to determine where to place the animal enclosures?

2. How did your team calculate the area of each rectangle?

3. How did your team calculate the perimeter of each rectangle?

4. Why was it important to determine the area and perimeter?

5. Give an example of another real world problem that might require the use of area and

perimeter.

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APPENDIX D

Lesson Plan 4

Engineering and Measurement

Grade 4

Title: Fly or Fail?

Time Frame: 45 minutes

Learning Objectives:

● Students will test various toy gliders to see which will fly the longest distance.

● Students will measure using centimeters and convert to meters.

● Students will record measurements in tables with more than one unit.

Materials:

Rosie Revere, Engineer by Andrea Beaty (Read aloud:

https://www.youtube.com/watch?v=AOQkAvAzr14)

5-6 toy gliders made of different materials (paper, foam, wood,

cardboard, etc.)

Post-its

Chart paper

Scales

Meter stick (one for each group of 3-4 students)

Measuring tapes with centimeters (one for each group)

Instructional Plan:

Remind students that they are learning about how engineers can use measurement to

successfully implement a plan or solve a problem. Today they will learn how to use

measurement to test different prototypes. Read the story Rosie Revere, Engineer, an entertaining

narrative about a young girl who wishes to become an engineer and learns that trial-and-error is

part of the process. After the story is read, ask students to discuss what the main character

learned and why it was important.

After discussing the story for a few minutes, show the students the different gliders that

they will be testing. Tell students that they will be testing out the gliders to see which can fly the

longest distance. Give each student a post it note to write their estimate of which glider will fly

the longest distance. Place post-its on chart paper in a bar graph. Discuss the number of students

who voted for each glider. Explain that students will be using measurement to help them make

conclusions about each glider. Show students the meter stick and tell them that will be using

centimeters to measure the parts of the gliders as well as the distance each can fly. Show

students the measuring tape, explaining that this can be used to make measuring a bit easier.

Show students the scale and tell them this will be used to measure the weight of the glider.

(Students should be able to use these tools already.) Place students in groups of 3-4, for a total

of 5 to 6 groups (ensuring that each group has a glider to test). Explain that students will work in

their groups to measure the parts of the glider listed on the data sheet (displayed on the Smart

Board). Go through each part of the data sheet with students, pausing to answer any questions.

Explain that each group will be using one glider, and they will come together at the end of the

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lesson to test them and find out which one travels the longest distance. Each group will test their

glider three times, taking an average distance of the three trials.

Students will work in groups to test their gliders and take measurements. As students

work, the teacher circulates the room, asking questions about what students are doing, and

helping students who have misconceptions. After groups have completed their glider

measurements, the class will come together to test each glider. Each group will present their

glider, stating the measurements they took. The group members will take turns flying the glider

and measuring how far it flew (3 times per glider). Students will record the measurements on

data sheets as each glider is tested.

After the trials are complete, students will come back to the classroom to discuss the

results. The average of each glider’s trials will be calculated and the winner will be announced.

After the winner is announced, go back to the bar chart to discuss how many voted for the

winning glider, and if it surprised the students. Ask students to reflect on how the measurements

of the winning glider affected its distance. Each group will discuss if the length, wingspan, or

material used had an effect on each glider’s performance. Have a class discussion about the

results and the factors that affected the gliders most. Students then will each write a paragraph in

their math journals discussing the results of the experiment and the factors they believe added to

each glider’s success or failure.

Assessment:

Math journals will be collected. Students who struggled with making meaningful

conclusions will meet with the teacher individually to discuss the experiment and correct

any misconceptions.

Data sheets will be collected and checked for completion and accuracy.

Standards:

CCLS Mathematics 4.MD.1. Know relative sizes of measurement units within one system of units including km, m,

cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express

measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a

two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a

4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1,

12), (2, 24), (3, 36), ...

Next Generation Science Standards

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are

considered to identify aspects of a model or prototype that can be improved.

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Name:________________________________ Date:___________________

Fly or Fail? Data Sheet

Name of Glider (give it a fun one!) ____________________

Describe your team’s glider in one sentence.

______________________________________________________________

______________________________________________________________

___________________________________

Which glider do you think will travel the farthest? ________________________

Your Team’s Glider Measurements Length (from tip to tail)

centimeters (cm)

Length

(from tip to tail)

meters (m)

Wingspan

centimeters (cm)

Wingspan

meters (m)

*Remember…there are 100 centimeters in 1 meter.

Fly Trials Glider

Name

Trial 1

(cm)

Trial 2

(cm)

Trial 3

(cm)

Average Distance

(cm) (m)

And the winner is… ____________________________

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APPENDIX E

STEM Lesson Plan

Engineering and Measurement

Grade 4

Title: Tall Tower Challenge

(adapted from a lesson found on http://tryengineering.org/lesson-plans/tall-tower-challenge)

Learning Objectives:

● Students will learn about structural engineering by building a tower.

● Students will generate and discuss multiple solutions to a problem.

● Students will work collaboratively to plan and carry out tests in order to solve a problem.

● Students will measure structures using centimeters and inches.

● Students will collect data neatly in table form.

Materials: Each group of 3-4 students will receive the following materials:

● 30 straws

● 30 pipe cleaners

● 25 paper clips

● scissors

● rulers

● 1 or 2 golf balls

Also needed: Computer, Smart Board, Design Sheets (2 per group), Data Sheets, Reflection

Sheets

Instructional Plan:

Tell students that today they will become engineers. They will be given a task which

requires teamwork and some trial and error in order to be solved. Display the following

presentation: https://docs.google.com/presentation/d/1J13LJM-

N16HCXV2Ofr9xR0ho4eV7jqcEhb2YUBAWyI8/edit?usp=sharing. Show the pictures on the

first slide and ask students to talk to a partner about what makes these towers stand so tall

without falling over. Ask students to share their ideas, discussing the structures and how they

add to the strength of the tower. Read directions on the next slide (also listed below) and then go

over the materials that will be provided.

INSTRUCTIONS: You are part of a team of engineers. You have been given the task of

building a tall tower that can support the weight of a golf ball for at least two minutes. You have

a limited supply of materials and can NOT use anything other than what is provided to you.

Your goal is to design and build the tallest tower possible that can support the weight of the

golf ball for the entire two minutes or longer. You must measure and record the width of your

tower’s base as well as the height of the tower’s tallest point. The golf ball must sit at the tallest

point of the tower. You will have 30 minutes to construct your tower. Here are your materials:

30 straws, 30 pipe cleaners, 25 paper clips, scissors, and a ruler. The team that builds the tallest

tower that can support the golf ball for the full two minutes is the winner! Good luck, my

exceptional engineers!

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Give students about 5 minutes to consult with their teams and draw a sketch of their

designs. After designs have been completed, allow students 30 minutes to complete the task. As

the teams work, circulate the room to ask questions about strategies that are working and not

working. Question students about their predictions. Be sure to watch for students who are not

putting in enough effort and encourage them to take a stronger part in the process. After teams

are finished with towers, test their tower with the golf ball. Each tower should hold the ball for

at least two minutes. Make a large chart on the board representing each team’s name and

information about its tower (height, width at base, and golf ball results).

After all teams have finished (approximately 30 minutes), view and discuss each tower.

Teams will discuss their tower’s success, what they did to create it, and what they could

improve. Each student will record the results and measurements in his or her own chart.

Students will then respond to the reflection questions. During computer lab, each student will

chose one reflection response he/she is most comfortable sharing with the class. Students will be

guided as they share these responses by typing them into a collaborative Google Doc. This

document will be used as a class reflection of the Tall Tower Challenge activity.

Assessment:

Student data tables will be collected.

Student reflections will be collected.

Standards:

Next Generation Science Standards 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified

criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well

each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are

considered to identify aspects of a model or prototype that can be improved.

CCLS Mathematics

3.MD.4. Represent and Interpret Data (Review) Generate measurement data by measuring lengths using rulers marked with halves and fourths of

an inch.

4.MD.1. Know relative sizes of measurement units within one system of units including km, m,

cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express

measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a

two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a

4 ft snake as 48 in.

CCLS ELA

4.W.6. With some guidance and support from adults, use technology, including the Internet, to

produce and publish writing as well as to interact and collaborate with others; demonstrate

sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

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Team Name:___________________________ Date:__________________

Tall Tower Challenge

Design Sheet

Draw a sketch that shows what your team’s design will look like. This is just a

plan. Your tower may not look exactly like the sketch when it is finished. Trial

and error will occur during your construction.

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Name:___________________________________ Date:__________________

Tall Tower Challenge

Reflection Questions

Did your team’s tower successfully hold the golf ball for two minutes? If so, why

was it successful? If not, what went wrong?

How similar was your final tower to the sketch you drew before you began? What

was different?

If you could complete this task again, what would you do differently? What would

you do the same?

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Name:_____________________________________Date:__________________

Tall Tower Challenge

Data Collection Sheet

Team Name

Height of Tower

(in and cm)

Greatest Width

at Base

(in and cm)

Success?

Did it hold the golf

ball for at least two

minutes?

(your team)

_______ in

__________ cm

__________ in

__________ cm

_______ in

__________ cm

_______ in

__________ cm

_______ in

__________ cm

_______ in

__________ cm

_______ in

__________ cm

_______ in

__________ cm

Winning Team Name

________________________________

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Unit Conclusion

This unit uses a variety of assessments to measure student understanding of the unit learning objectives. Written assessment is not always used because students should be held accountable through high-level questioning and discussion. Throughout this unit, students are given the opportunity to reflect on their own learning by answering reflective response questions, writing in journals, and summarizing through reflective discussion with classmates. They are also able to show what they have learned by completing tables and data sheets, sketching ideas and designs, solving word problems, and making conclusions about experiments. Discussion and collaboration are a significant part of this unit because these allow students to discover new ideas through active participation, inquiry, and discussion. By the end of this unit, students will have a breadth of knowledge about engineering and measurement and will be able to explain the topics through reflective discussion, reasoning, and critical thinking.